Principles of Secondary Education

in the secondary school. 41. The classification of secondary-
school pupils. 42. Pupils completing the course. 43. The dis-
tribution of secondary-school graduates. 44. Pupils destined not
to complete the course.

Problems for further consideration

Selected references.

PART II. THE INSTITUTION AND ITS PURPOSE
CHAPTER V. THE DEVELOPMENT OF SECONDARY EDU-

CATION IN AMERICA

45. Three principal periods of development. 46. The Latin

grammar school of England. 47. The beginning of secondary

education in America. 48. The Public Latin School of Boston.

49. The Massachusetts Bay Colony law of 1647. 50. Further

legal provision in Massachusetts. 51. Legal provision in other

colonies. 52. The Latin school in New England and elsewhere.

53. The origin of the academy in America. 54. The Franklin

Academy in Philadelphia. 55. The academy in Massachusetts.

56. The academy movement in other states. 57. The control and

support of the academy. 58. The curriculum of the academy.

59. Secondary education for girls in the academy. 60. Effect of

the academy movement. 61. Secondary education in the early

nineteenth century. 62. The English Classical (High) School

of Boston. 63. The Girls' High School of Boston. 64. The Massa-

chusetts law of 1827. 65. The public high school in Massachusetts.

66. The high-school movement in the United States. 67. The

public high school and the academy. 68. State systems of sec-

ondary education.

Problems for further consideration

Selected references.

118

161

CHAPTER VI. SECONDARY EDUCATION IN OTHER COUNTRIES 203

69. The comparative study of secondary education. 70. Pur-

view of secondary education in other countries. 71. The organi-
zation of school systems in Prussia. 72. The place of "higher
schools" in Prussian education. 73. Higher schools for boys in

Prussia. 74. "Reform schools" in Germany. 75. Higher schools

for girls in Prussia. 76. Statistics of higher schools in Germany.

77. "Intermediate schools," etc., in Germany. 78. Teachers in

Prussian higher schools for boys. 79. Higher schools and the social

organization. 80. Secondary education in Germany and America.

81. The system of education in France. 82. Types of "second-

ary schools" for boys in France. 83. Other forms of secondary

education in France. 84. "Secondary" education of girls in

France. 85. Statistics of "secondary" schools in France. 86. The

'secondary school" teacher in France. 87. Secondary education

and the social organization in France. 88. Secondary education

in France and America. 89. Organization of secondary education

in England. 90. The "Great Public Schools" of England.

91. Other endowed and private secondary schools. 92. The old

municipal "board" secondary schools. 93. "Grant-list" and

"efficient" secondary schools. 94. The curricula of English sec-

ondary schools. 95. The secondary education of girls in Eng-

land. 96. Secondary schools and other departments of education.

97. Secondary schools and the social organization in England.

Problems for further consideration Selected references.

CHAPTER VII. SECONDARY EDUCATION IN RELATION TO

ELEMENTARY EDUCATION

98. Factors involved in making distinctions. 99. Distinctions

based on chronological age. 100. Distinctions based on develop-

ment. 101. Distinctions based on social factors. 102. Distinc-

tions based on studies. 103. The fallacy of sharp distinctions.

104. Historical development. 105. The development of articu-

lation in America. 106. Practice in foreign countries. 107. The

eight-four system. 108. The age of pupils transferred. 109. The

pedagogical age of pupils transferred. 110. Evidences of defects

in articulation. 111. Retardation and elimination as evidence.

112. Instruction in later elementary-school grades. 113. Further

objections to present conditions. 114. Psychological considera-
tions. 115. Social and economic principles involved. 116. Ad-
ministrative factors involved. 117. The six-grade course of second-
ary education. 118. The junior high-school movement. 119. The
purposes of the junior high-school. 120. Difficulties to be met.
Problems for further consideration - Selected references.

261

CHAPTER VIII. SECONDARY EDUCATION IN RELATION TO

HIGHER EDUCATION

303

121. Early relations. 122. The Latin grammar school and the
college. 123. The early academy and the college. 124. The public

academy

high school and the college. 125. The rise of public state univer-

sities. 126. The secondary school and the normal school. 127.

The overlapping of secondary school and college. 128. High-school

pupils entering higher institutions. 129. Early requirements and

changes. 130. The amount of preparation required. 131. “Pre-

scribed," "accepted," and "elective" subjects. 132. The dis-

tribution of prescribed units. 133. Recommendations of the

Committee on Articulation. 134. Examination and certificating

systems. 135. Examination methods in practice. 136. Advan-

tages and disadvantages of examinations. 137. The certificating

or accrediting system. 138. The advantages and disadvantages

of the accrediting system. 139. Methods of administering the

accrediting system.

Problems for further consideration

Selected references.

CHAPTER IX. SOCIAL PRINCIPLES DETERMINING SECOND-

ARY EDUCATION

140. Some underlying assumptions. 141. Secondary educa-

tion as a social institution. 142. Social ideals and social organi-

zation. 143. Social evolution and educational adjustment.

144. Social integration and differentiation. 145. Changes in other
social institutions. 146. Changes in the home and family life.
147. Changes in community life. 148. Changes in the Church
and religion. 149. Changes in the vocation.

Problems for further consideration